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Student handbook

(Table of contents)
Chpt 1: Introduction
Chpt 2: Why a personal therapy requirement
Chpt 3: How personal therapy works
Chpt 4: Early evaluation
Chpt 5: Professionalism
Chpt 6: Common style errors to avoid
Chpt 7: Empowering your writing
Chpt 8: Grades and GPA
Chpt 9: Avoiding burnout
Chpt 10: Various policies
Chpt 11: Student complaint process
Chpt 12: Faculty complaint process
Chpt 13: Degree candidate status
Chpt 14: Looking ahead: post graduation
Chpt 15: Applying for graduation
Chpt 16: Friday night baccalaureate
Chpt 17: The formal graduation

(On-line forms)
Common style errors
Intent to receive therapy
Verification of therapy
Degree candidate status

Master of Arts in Counseling Psychology ("MAC")

MAC student handbook:
Chapter 12: Faculty complaint process

It is also possible that the MAC faculty may have concerns regarding a student. This has happened from time to time in the past. Such concerns have usually centered on any of the following important issues:

A student demonstrates serious academic limitations (such as poor grades, consistently late work or misunderstanding of assignments, cloudy or superficial thinking, and inability to communicate satisfactorily in written or oral form).
There is a question about a MAC student's appropriateness to be a counselor (such as finding that the student has serious emotional problems, addiction problems, mental disorders, or problematic personality traits or disorders).
The faculty become aware of inappropriate conduct in or out of class (such as finding the student overly negative, monopolizing, loud, or disruptive in class discussions; or becoming aware of a student's prior or current involvement in behaviors that are problematic such as addictive or criminal actions).

These are important problems and it would be irresponsible of the MAC faculty to not take steps to deal with them in a timely manner. There is a "built-in" mechanism for dealing with such concerns; that of application for Degree Candidate Status (see the end of this chapter). However, it would be unethical of the faculty to allow a student to continue in class work until that point without addressing problems or difficulties. Thus, the MAC faculty have the right, and the responsibility, to question problematic behavior at any time that it occurs and as soon as it is recognized. This is a required role of the faculty, who represent gate-keepers of the field.

If the MAC faculty determine that a problem exists, they also have an established process consisting of three levels of action. The corrective process rarely goes beyond the first one or two levels and, as with student complaints, the goal is always to resolve the issue at the lowest level possible. The process for resolving concerns is:

Level One:

The first level is one of questioning and exploration. A resident or adjunct MAC faculty member will ask the student in a private conversation about the concern.

The attempt at Level One will be to see if the problem is actually a misunderstanding or a question of differing perspectives and to understand relevant background information (for example, the student may be having stresses in life). Most perceived problems are easily correctable and can be cleared up by this kind of direct exchange of information.

Level Two:

The faculty member will discuss the problem with the student in a more formal and private conference during the semester that it occurs or is first noticed. The discussion will be in a clear, but non-judgmental and non-rejecting, manner. This conversation will be summarized in a written form within one week. You will be given an opportunity to discuss this written summary, add points of clarification, note differences in opinion, and sign that you have discussed the written summary together. The completed form will be kept in the student's permanent academic file.

Note that problems are not always expressed in grades. In other words, a faculty member may see an issue that needs resolving, but still award an A or a B grade.

Most problems are acceptably resolved at Levels One or Two. In some rare instances, however, the matter is not resolved and it is necessary to proceed to Level Three.

Level Three:

The three core faculty members, as a group, will schedule a time to meet with the student to address the problem. The attempt will be to examine options and alternatives, discuss any conditions necessary for corrective action, and consider the student's future in the program.

Possible alternatives for resolving the problem at Level 3 may include the design of an academic program (such as additional readings, papers, or courses) or a therapy program (such as additional personal therapy) to deal satisfactorily with the issues. A second alternative is for a student to withdraw from the Program. Final decisions in these matters are made by the MAC faculty, but may be appealed using the steps outlined earlier.

As discussed earlier, if you are asked to meet with the MAC faculty regarding a concern about you, you would be allowed to invite an agreed upon third party (someone in the MAC program) who could serve as a support for you.

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